Letramento digital: novos desafios para o ensino de língua portuguesa

Abstract

This paper is about the new challenges faced at school, especially in Portuguese teaching, in the development of linguistic competences, taking into account the new ways of reading and writing offered by ICT (Information and Communication Technologies). Moreover, it presents a theoretical discussion about digital literacy and the educational practices, as well as a pedagogical proposal aiming to contribute for literacy abilities. The primary references are Lévy (1999), who discusses the concept of cyberspace and issues about education in cyberculture; Kleiman (1995) and Soares (2002; 2012) who bring contributions to the concept of literacy; Marques-Schäfer and Rosenfeld (2018) who present reflections and proposals about digital literacy; Rojo (2012) and Kalantzis, Cope and Pinheiro (2020) who explains the multiliteracy concept and their relation to pedagogical practices. The qualitative methodology is used considering the action research modality, as proposed by Thiollent (2011). The data in the research corpus were collected from the observation and analysis, during the creation and application of the pedagogical activity here exposed. In order to apply the activity, a writting application was used as tool, and the activity them was fake News. The activity aimed at first-year high school classes in a public school in Rio de Janeiro. The results show not only students’ creativity when facing different possibilities present in a digital environment, but also their lack of abilities, considering digital literacy. Results also highlight particularities of a work based on using digital resources, which consider the Pedagogy of Multiliteracies that requires a deeper coherent course plan when using such tools